Learning theories simplified : ...and how to apply them to teaching, 130+ theories and models from great thinkers / Bob Bates.

By: Bates, Bob, 1951- [author.]
Language: English Publisher: Thousand Oaks, California : Sage [2023]Copyright date: ©2023Edition: Third editionDescription: xxii, 359 pages : illustrations ; 24 cmContent type: text Media type: unmediated Carrier type: volumeISBN: 9781529601404; 1529601401; 9781529601411; 152960141XSubject(s): Educational psychology | Education -- Philosophy | Learning, Psychology of | Learning | Education -- Philosophy | Educational psychology | Learning | Learning, Psychology of | EducationDDC classification: 370.1523 LOC classification: LB1060 | .B394 2023
Partial contents:
Introduction PART 1: CLASSICAL LEARNING THEORIES Introduction to Part 1 Section 1.1 Educational Philosophy 1 Socrates: The unexamined life is worthless 2 Plato: Shadows of reality 3 Aristotle: The self-fulfilling prophecy 4 Descartes vs Locke: The nature–nurture debate 5 Rousseau: Progressivism 6 Nietzsche: Perspectivism 7 Dewey: Pragmatism 8 Sartre: Existentialism 9 Freire: Critical consciousness Section 1.2: Behaviourism 10 Thorndike: Connectionism 11 Watson: The principles of stimulus–response 12 Pavlov: Classical conditioning 13 Skinner: Operant conditioning – radical behaviourism 14 Tolman: Latent learning 15 Gagné: Nine levels of learning 16 Engelmann: Direct instruction Section 1.3: Cognitivism 17 Dewey: Intelligent action 18 Köhler: Insight theory 19 Vygotsky: Scaffolding – the zone of proximal development 20 Piaget: Constructivism 21 Bandura: Role modelling 22 Ausubel: Reception learning 23 Bruner: Discovery learning Section 1.4: Humanism 24 Knowles: Andragogy 25 Rogers: Facilitation 26 Maslow: Hierarchy of needs 27 Mezirow: Transformational learning Section 1.5: Educational Neuroscience 28 Hebb: Associative learning 29 Miller: Chunking and the magical number 7 30 Sweller: Cognitive load theory 31 Paivio: Dual coding theory 32 Festinger: Cognitive dissonance 33 Broadbent: Artificial intelligence 34 Gardner: Multiple intelligences 35 Goleman: Emotional intelligence 36 Doidge: Brain plasticity 37 Caine and Caine: The 12 principles of meaningful learning Summary of Part 1 PART 2 CONTEMPORARY THINKING ON TEACHING AND LEARNING Introduction to Part 2 Section 2.1: Professionalism 38 Petty: Creativity and the ICEDIP model 39 Burch: Competency and the conscious–unconscious model 40 Bryk and Schneider: Caring and relational trust 41 Purkey: Communication and invitational education 42 Berne: Confidence and the values model 43 Covey: Consideration and the emotional bank account 44 Thomas and Kilmann: The conflict resolution model Section 2.2: Cognitive Learning Theory 45 Fiorella and Mayer: Generative learning theory 46 Flavell: Metacognition and the theory of mind 47 Dunlosky et al.: Effective learning techniques 48 Gopnik: The paradoxes of learning 49 Shimamura: A whole-brain learning approach for students and teachers 50 Rosenshine: Principles of instruction 51 Jonassen: Mind tools for critical thinking Section 2.3: Motivation 52 Alderfer: The ERG model 53 Vroom: Expectancy theory 54 McGregor: X and Y theory 55 McClelland: Needs theory 56 Curzon: Fourteen points for motivation 57 Dweck: Mindsets Section 2.4: Behaviour Management 58 Canter: Assertive discipline 59 Kounin: Classroom management 60 Hattie: The rope model 61 Willingham: Why students don’t like school 62 Cowley: Getting the buggers to behave 63 Hare: The psychopathic checklist Section 2.5: Coaching and Mentoring 64 Whitmore: The GROW model 65 Bates: The COACHING model 66 Bell: The mentor scale 67 Costa and Kallick: The critical friend Section 2.6: Teamworking 68 Tuckman: The group development model 69 Wheelan: The group maturity model 70 Buckley: Team teaching Summary of Part 2 PART 3 AN INTRODUCTION TO EARLY CHILDHOOD AND DEVELOPMENTAL STRATEGIES Introduction to Part 3 Section 3.1: Children and Society 71 Bowlby: Attachment theory 72 Erikson: Psychosocial development 73 Lave and Wenger: Socially situated learning 74 Bronfenbrenner: Ecological systems theory Section 3.2: Emotional Growth 75 Gesell: Maturational theory 76 Coles: The moral life of children 77 Banks: Ethnic identity 78 Kohlberg: Moral reasoning Section 3.3: Classroom Strategies 79 Froebel: Gifts and occupations 80 Chomsky: Language acquisition device 81 Lloyd and Wernham: Jolly phonics 82 Goldschmeid: Heuristic learning 83 Claxton: Learning power Section 3.4: Working with Children with Additional Needs 84 Singer: Neurodiversity 85 Kabat-Zinn: Mindfulness 86 Berne: Transactional analysis 87 Bandler and Grinder: Neuro-linguistic programming 88 Beck: Cognitive behavioural therapy 89 Bateman and Fonagy: Mentalisation-based treatment 90 Walker, Johnston and Cornforth: Makaton Section 3.5: Different School Approaches 91 Montessori: The absorbent mind 92 Neill: Summerhill School 93 Malaguzzi: The Reggio Emilia experience 94 Steiner: Steiner schools 95 May and Carr: Te Whāriki 96 Flatau: Forest Schools Summary of Part 3 PART 4 PLANNING, DELIVERING AND ASSESSING LEARNING Introduction to Part 4 Section 4.1: Curriculum Planning 97 Tyler: The rational objective model 98 Taba: The grassroots model 99 Stenhouse: The interactive model 100 Wheeler: The rational cyclical model 101 Walker: The naturalistic model 102 Grundy: The praxis model 103 Bruner: Spiral curriculum 104 Jackson: Hidden curriculum 105 Dewey: Flexible curriculum Section 4.2: Lesson Planning 106 Bloom: Levels in the cognitive domain 107 Dave: Levels in the psychomotive domain 108 Krathwohl and Bloom: Levels in the affective domain 109 Biggs and Collis: The SOLO model 110 Pritchard: The lesson checklist 111 Doran: SMART objectives 112 Clarke, Timperley and Hattie: Learning intentions Section 4.3: Delivering Learning 113 Hattie: Visible learning 114 Carroll and Bloom: Mastery learning 115 Reece and Walker: Techniques to provide extrinsic motivation 116 Shayer and Adey: Cognitive acceleration 117 Alexander: The dialogic classroom 118 Tomlinson: Differentiation 119 Ladson-Billings: Critical race theory Section 4.4: Assessment and Feedback 120 Black and Wiliam: Inside the black box 121 Brown, Race and Smith: The ten-point assessment manifesto 122 Clarke: Peer assessment 123 Luft and Ingham: Johari windows 124 Gould and Roffey-Barentsen: Six stages of feedback 125 Shute: Using feedback to enhance learning Section 4.5: Evaluating Teaching and Learning 126 Schön: The reflective practitioner 127 Brookfield: Critical lenses 128 Bolton: Looking through the mirror 129 Tummons: Evaluation of lifelong learning 130 Argyris and Schön: Triple-loop learning 131 Bush and Middlewood: The role of leaders and managers 132 Barber, Moffit and Kihn: Deliverology 133 Crosby: Quality is free 134 Pedler, Burgoyne and Boydell: The Learning Company Summary of Part 4 A final word on Teaching Indexd.
Summary: "Are you struggling to get your head around John Dewey's educational pragmatism? What exactly is Jean Piaget saying about cognitive development? Maybe you're running out of time and patience making sense of Rosenshine's Principles of Instruction? Have you reached breaking point reading Daniel T. Willingham on educational neuroscience? Written for busy teachers, students, trainers, managers and , this 'dip-in, dip-out' guide makes theories of learning accessible and practical. It explores 134 classic and contemporary learning theorists in an easy-to-use, bite-sized format with clear relevant illustrations on how each theory will benefit teaching and learning. Each model or theory is explained in less than 350 words, followed by a 'how to use it' section. New to this third edition: New section on cognitive learning theory, including Arthur Shimamura, Alison Gopnik, John Flavell and more; Enhanced critical perspectives offering a deeper examination of each theory's strengths and weaknesses; [and] A new entry on Gloria Ladson-Billings and Critical Race Theory in education." -- Publisher's description.
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Item type Current location Home library Call number Status Date due Barcode Item holds
BOOK BOOK COLLEGE LIBRARY
COLLEGE LIBRARY
SUBJECT REFERENCE 		370.1523 B3182 2024 (Browse shelf) Available CITU-CL-54757
Total holds: 0

Previous edition: 2019.

Includes bibliographical references and index.

Introduction
PART 1: CLASSICAL LEARNING THEORIES
Introduction to Part 1
Section 1.1 Educational Philosophy
1 Socrates: The unexamined life is worthless
2 Plato: Shadows of reality
3 Aristotle: The self-fulfilling prophecy
4 Descartes vs Locke: The nature–nurture debate
5 Rousseau: Progressivism
6 Nietzsche: Perspectivism
7 Dewey: Pragmatism
8 Sartre: Existentialism
9 Freire: Critical consciousness
Section 1.2: Behaviourism
10 Thorndike: Connectionism
11 Watson: The principles of stimulus–response
12 Pavlov: Classical conditioning
13 Skinner: Operant conditioning – radical behaviourism
14 Tolman: Latent learning
15 Gagné: Nine levels of learning
16 Engelmann: Direct instruction
Section 1.3: Cognitivism
17 Dewey: Intelligent action
18 Köhler: Insight theory
19 Vygotsky: Scaffolding – the zone of proximal development
20 Piaget: Constructivism
21 Bandura: Role modelling
22 Ausubel: Reception learning
23 Bruner: Discovery learning
Section 1.4: Humanism
24 Knowles: Andragogy
25 Rogers: Facilitation
26 Maslow: Hierarchy of needs
27 Mezirow: Transformational learning
Section 1.5: Educational Neuroscience
28 Hebb: Associative learning
29 Miller: Chunking and the magical number 7
30 Sweller: Cognitive load theory
31 Paivio: Dual coding theory
32 Festinger: Cognitive dissonance
33 Broadbent: Artificial intelligence
34 Gardner: Multiple intelligences
35 Goleman: Emotional intelligence
36 Doidge: Brain plasticity
37 Caine and Caine: The 12 principles of meaningful learning
Summary of Part 1
PART 2 CONTEMPORARY THINKING ON TEACHING AND LEARNING
Introduction to Part 2
Section 2.1: Professionalism
38 Petty: Creativity and the ICEDIP model
39 Burch: Competency and the conscious–unconscious model
40 Bryk and Schneider: Caring and relational trust
41 Purkey: Communication and invitational education
42 Berne: Confidence and the values model
43 Covey: Consideration and the emotional bank account
44 Thomas and Kilmann: The conflict resolution model
Section 2.2: Cognitive Learning Theory
45 Fiorella and Mayer: Generative learning theory
46 Flavell: Metacognition and the theory of mind
47 Dunlosky et al.: Effective learning techniques
48 Gopnik: The paradoxes of learning
49 Shimamura: A whole-brain learning approach for students and teachers
50 Rosenshine: Principles of instruction
51 Jonassen: Mind tools for critical thinking
Section 2.3: Motivation
52 Alderfer: The ERG model
53 Vroom: Expectancy theory
54 McGregor: X and Y theory
55 McClelland: Needs theory
56 Curzon: Fourteen points for motivation
57 Dweck: Mindsets
Section 2.4: Behaviour Management
58 Canter: Assertive discipline
59 Kounin: Classroom management
60 Hattie: The rope model
61 Willingham: Why students don’t like school
62 Cowley: Getting the buggers to behave
63 Hare: The psychopathic checklist
Section 2.5: Coaching and Mentoring
64 Whitmore: The GROW model
65 Bates: The COACHING model
66 Bell: The mentor scale
67 Costa and Kallick: The critical friend
Section 2.6: Teamworking
68 Tuckman: The group development model
69 Wheelan: The group maturity model
70 Buckley: Team teaching
Summary of Part 2
PART 3 AN INTRODUCTION TO EARLY CHILDHOOD AND DEVELOPMENTAL STRATEGIES
Introduction to Part 3
Section 3.1: Children and Society
71 Bowlby: Attachment theory
72 Erikson: Psychosocial development
73 Lave and Wenger: Socially situated learning
74 Bronfenbrenner: Ecological systems theory
Section 3.2: Emotional Growth
75 Gesell: Maturational theory
76 Coles: The moral life of children
77 Banks: Ethnic identity
78 Kohlberg: Moral reasoning
Section 3.3: Classroom Strategies
79 Froebel: Gifts and occupations
80 Chomsky: Language acquisition device
81 Lloyd and Wernham: Jolly phonics
82 Goldschmeid: Heuristic learning
83 Claxton: Learning power
Section 3.4: Working with Children with Additional Needs
84 Singer: Neurodiversity
85 Kabat-Zinn: Mindfulness
86 Berne: Transactional analysis
87 Bandler and Grinder: Neuro-linguistic programming
88 Beck: Cognitive behavioural therapy
89 Bateman and Fonagy: Mentalisation-based treatment
90 Walker, Johnston and Cornforth: Makaton
Section 3.5: Different School Approaches
91 Montessori: The absorbent mind
92 Neill: Summerhill School
93 Malaguzzi: The Reggio Emilia experience
94 Steiner: Steiner schools
95 May and Carr: Te Whāriki
96 Flatau: Forest Schools
Summary of Part 3
PART 4 PLANNING, DELIVERING AND ASSESSING LEARNING
Introduction to Part 4
Section 4.1: Curriculum Planning
97 Tyler: The rational objective model
98 Taba: The grassroots model
99 Stenhouse: The interactive model
100 Wheeler: The rational cyclical model
101 Walker: The naturalistic model
102 Grundy: The praxis model
103 Bruner: Spiral curriculum
104 Jackson: Hidden curriculum
105 Dewey: Flexible curriculum
Section 4.2: Lesson Planning
106 Bloom: Levels in the cognitive domain
107 Dave: Levels in the psychomotive domain
108 Krathwohl and Bloom: Levels in the affective domain
109 Biggs and Collis: The SOLO model
110 Pritchard: The lesson checklist
111 Doran: SMART objectives
112 Clarke, Timperley and Hattie: Learning intentions
Section 4.3: Delivering Learning
113 Hattie: Visible learning
114 Carroll and Bloom: Mastery learning
115 Reece and Walker: Techniques to provide extrinsic motivation
116 Shayer and Adey: Cognitive acceleration
117 Alexander: The dialogic classroom
118 Tomlinson: Differentiation
119 Ladson-Billings: Critical race theory
Section 4.4: Assessment and Feedback
120 Black and Wiliam: Inside the black box
121 Brown, Race and Smith: The ten-point assessment manifesto
122 Clarke: Peer assessment
123 Luft and Ingham: Johari windows
124 Gould and Roffey-Barentsen: Six stages of feedback
125 Shute: Using feedback to enhance learning
Section 4.5: Evaluating Teaching and Learning
126 Schön: The reflective practitioner
127 Brookfield: Critical lenses
128 Bolton: Looking through the mirror
129 Tummons: Evaluation of lifelong learning
130 Argyris and Schön: Triple-loop learning
131 Bush and Middlewood: The role of leaders and managers
132 Barber, Moffit and Kihn: Deliverology
133 Crosby: Quality is free
134 Pedler, Burgoyne and Boydell: The Learning Company
Summary of Part 4
A final word on Teaching
Indexd.

"Are you struggling to get your head around John Dewey's educational pragmatism? What exactly is Jean Piaget saying about cognitive development? Maybe you're running out of time and patience making sense of Rosenshine's Principles of Instruction? Have you reached breaking point reading Daniel T. Willingham on educational neuroscience? Written for busy teachers, students, trainers, managers and , this 'dip-in, dip-out' guide makes theories of learning accessible and practical. It explores 134 classic and contemporary learning theorists in an easy-to-use, bite-sized format with clear relevant illustrations on how each theory will benefit teaching and learning. Each model or theory is explained in less than 350 words, followed by a 'how to use it' section. New to this third edition: New section on cognitive learning theory, including Arthur Shimamura, Alison Gopnik, John Flavell and more; Enhanced critical perspectives offering a deeper examination of each theory's strengths and weaknesses; [and] A new entry on Gloria Ladson-Billings and Critical Race Theory in education." -- Publisher's description.

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